Overview

The California State University and Mathematics and Science Teacher Preparation

The California State University (CSU) has the capacity to build on its strengths in the fields of mathematics, science, engineering, technology, and teacher education to address the severe mathematics and science teacher shortage in the state of California. In 2010-11, through the implementation of its system-wide Mathematics and Science Teacher Initiative (MSTI), the California State University (CSU) sustained its goal of doubling production of math and science teachers. CSU campuses increased the annual number of math and science teachers produced from 750 per year in 2003 to 1,507 in 2011.

Of the 1,507 teachers prepared by CSU this past year, 811 were math teachers and 696 were science teachers. In the severe shortage areas of physics and chemistry, CSU has increased the number of teachers it prepares by 106% since the beginning of MSTI. Ten CSU campuses have more than doubled their production of math and science teachers between 2003 and 2011.

Mathematics and Science Teacher Initiative

The continued growth in math and science teacher production is directly attributable to the continued demand for teachers in these fields, the financial support provided for the program, and the sustained commitment and effort of faculty and academic leads on campuses across the CSU system. Utilizing MSTI resources in strategically planned efforts, CSU campuses have not only been highly effective in increasing production of mathematics and science teachers, the campuses have also been exceptionally successful in acquiring federal grants to supplement the initiative.

CSU has also developed strong partnerships with the U.S. Department of Energy, the National Aeronautics and Space Administration (NASA), and the National Oceanographic and Atmospheric Administration (NOAA). These federal science agencies have provided summer internships in leading research laboratories for more than 300 CSU future science and math teachers. Studies show positive impacts of these experiences on candidates’ commitment to teaching, active participation in the community of science, engagement in inquiry-based teaching, and fostering of the practice of science in their classrooms
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